Fortune favors the ▪ ( ▪): Effects of disfluency on educational outcomes

Previous research has shown that disfluency – the subjective experience of difficulty associated with cognitive operations – leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Stud...

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Bibliographic Details
Published inCognition Vol. 118; no. 1; pp. 114 - 118
Main Authors Diemand-Yauman, Connor, Oppenheimer, Daniel M., Vaughan, Erikka B.
Format Journal Article
LanguageEnglish
Published Elsevier B.V 2011
Subjects
Classrooms
Cognition
Desirable difficulties
Education
Fluency
Information processing
Memory
Fluency
Education
Desirable difficulties
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Summary:Previous research has shown that disfluency – the subjective experience of difficulty associated with cognitive operations – leads to deeper processing. Two studies explore the extent to which this deeper processing engendered by disfluency interventions can lead to improved memory performance. Study 1 found that information in hard-to-read fonts was better remembered than easier to read information in a controlled laboratory setting. Study 2 extended this finding to high school classrooms. The results suggest that superficial changes to learning materials could yield significant improvements in educational outcomes.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:0010-0277
1873-7838
DOI:10.1016/j.cognition.2010.09.012